Discussions of Literacy Intervention Experiences

This chapter presents a discussion of varying experiences of intervention sessions with struggling readers. It includes vignettes of children at the elementary level who are at risk for reading failure due to struggles in one or more conceptual areas of learning how to read. The vignettes highlight some opportunities that exist within an intervention session to develop effective strategies for strengthening literacy skills. This chapter focuses on pedagogical methodologies in literacy instruction and intervention, working directly with struggling readers. The vignettes of reading behaviors of struggling readers illustrate how literacy instruction and intervention uses tools for developmentally appropriate literacy intervention strategies built upon the literature related to a balanced and comprehensive literacy framework presented in the previous chapters. Furthermore, this chapter includes effectively designed strategies to help children strengthen literacy skills and discussions about literacy intervention experiences based on these individual case studies of struggling readers.

Visiting the Zone of Proximal Development

Decades ago, Lev S. Vygotsky introduced us to a view of learning and development, and how they are interconnected, which has supported our understanding of how children learn new things. This view has been the foundation for a tool used for teaching to this day. This chapter visits the zone of proximal development (ZPD) and examines the view of the traditional approach to literacy instruction, designed to support emerging as well as struggling readers. It describes the gulf between those tasks children have mastered in their literacy development and new tasks to be introduced with scaffolded support. It references the observation of children's reading behaviors during instruction and identify interactions that suggest behaviors requiring attention to being solidly in the child's ZPD. The chapter concludes with a discussion about the connection between research and instructional practices.

Efficiency and Effectiveness of Intervention Time

The intervention time with a child cannot be “hit or miss.” It must be purposefully planned time with a deliberate venue for learning, and include growth as well as a proficiency target. Intervention opportunities are often short increments of time and must be designed to be efficient and simultaneously effective. This chapter presents how literacy instruction and intervention can be managed throughout the school day in adaptable time increments using tools for developmentally appropriate literacy intervention strategies. This includes the use of an intervention model presented within a small-group intervention setting. These adaptable time increments throughout the school day are presented for use with the primary reader, and then for use with the intermediate reader. Although the intervention model is presented as a small-group intervention setting, this model can be adjusted to a one-on-one intervention session as well.

Literacy Intervention and the Differentiated Plan of Instruction

Teachers are trained to make the best decisions in regard to the individual success of each student. With consistent demand for the best education and resultant success for all students, it has become evident that not all students grasp the skills and strategies that can be used successfully across various reading situations, calling for intervention. Intervention is not the type of conversation you want to have incidentally, and it is one that must be crafted purposefully. Through the analysis of modern discussion about reading interventions, this chapter defines intervention, including past and current legislation. It focuses on identifying children who are in need of additional instruction, and involves the path of legislation, including Title I and response to instruction (RtI). Additionally, this chapter explains the role that intervention plays in the reading process and elaborates on why it is essential to strengthen intervention techniques and opportunities.

A Balanced Framework for Instruction

This chapter begins with the premise that literacy educators must prepare for varying curricula, be aware of quality effectiveness, and base methods on sound research, as well as demonstrate knowledge of instructional techniques. They must seek evidence-based instructional practices to be used with all children, including those who struggle in the area of literacy. Preservice and inservice literacy educators are expected to understand that a balanced framework for literacy instruction is essential for children to experience success as a reader. The foundation for having a balanced framework is rooted in the components needed to be a proficient reader. Several conceptual areas of learning how to read include concepts of print, phonemic awareness, phonics, fluency, vocabulary, and comprehension. This chapter defines each conceptual area, as well as writing, and discusses the role it plays in the reading process and why it is important for the struggling reader to strengthen it.

The Reading Process and the Struggling Reader

This chapter defines the reading process, as well as the struggling reader, whose ability to interact with the text to gain meaning is hindered by difficulties in the use of skills and strategies, making it difficult to independently and flexibly adapt to varying reading situations. When reading is done superficially, it lacks the ability to be a tool for thinking and learning. Unfortunately, this can lead to giving up on reading and finding other, possibly limited, resources that convey information without having to be read. Neuroscientific research reveals that readers who are proficient activate prior knowledge, use strategies both independently and flexibly, and adapt to varying reading situations. The reading experience can be effective if the relationship between the printed word and the reader is grounded in the reader's language development, background knowledge, interest in the topic, past experiences with printed words, and what he or she intends to gain from the experience.